Discusses how teachers turn an idea into a meaningful lesson. Suggests class brainstorming, using community resources, library searches, and further classroom activities. (YP)

Describes an assignment in a paleontology course built around constructional morphology and the role of adaptation and exaptation in evolution. Students investigate the constructional morphology of a group of fossils that interests them. Findings are presented in an oral presentation and in a term paper. (27 references) (PR)

Describes the adaptation process involved in modifying the outdoor biology instructional strategies (OBIS) project to the local environment and educational system in Israel. (HM)

This document is written to encourage college faculty to use a student-centered, activity-related, approach to science instruction. Suggestions are provided for methods that can be used by faculty and administrators to develop alternatives to lecturing. The major sections of this document include the following: (1) Is There an Alternative to…

The Learning in Science Project (Primary--LISP(P)--designed to investigate the teaching and learning of science in New Zealand primary schools, arises from the work of the original Learning in Science Project (LISP). This paper is an attempt to clarify the direction of LISP(P) as it moves toward the central phase of the research. The ideas…

The stand taken in the Learning in Science Project (Primary)--LISP(P)--is that primary school science should be centrally concerned with children's present interaction with their world rather than their future science education. Further, it has been decided that one of the LISP(P) foci should be on questions that children ask and how these…

One area explored in the Learning in Science Project (Primary--LISP(P)--was children's questions about and explanations of phenomena. Data were obtained from work with classes of children, interviews with children, informal discussions with teachers, and observations of two teachers using an alternative teaching model (outlined in an appendix)…

The Learning in Science Project (Primary)--LISP(P)--was designed to investigate the teaching and learning of science in the primary school. This paper summarizes the work undertaken and the findings obtained during the first 9 months of the project. During the first 6 months, an exploratory phase, similar to the original Learning in Science…

This paper, designed to be used in conjunction with a video-tape developed by the Learning in Science Project (Primary)--LISP(P)--shows excerpts from some of the interview schedules used to examine children's ideas about floating and sinking. These interviews involved the use of "interview-about-instances" (IAI) cards (included in an…

This study investigated the meanings and ideas held and questions asked by children (ages 7-14) about floating and sinking (in water). Data were collected from interviews using "interview-about-instances" (IAI) cards (included in an appendix) and 10 objects which either floated or sank. Additional data were collected from classroom…

The Learning in Science Project (Primary)--LISP(P)--investigated the ideas and interests children have about flowering plants (in particular whether these plants have a life cycle). Data were obtained from: individual interviews with children, ages 7- to 14-year-old (10 students for each age level), using the "interview-about-instances"…

This guide to science fair projects is designed for students and provides clear directions on how to complete a successful science project. Real projects are used as examples and information and advice is provided by teachers, judges, and participants and their families about the process. Topics covered in this book include choosing a science fair…

Describes physics project of the sixth-year of secondary schools in Scotland. The article also discusses: (1) aims of the Scottish certificate of sixth-year studies (CSYS); (2) teacher's role; and (3) method of teaching physics projects. (HM)

For several decades, science teachers have used bottles for classroom projects designed to teach students about biology. Bottle projects do not have to just focus on biology, however. These projects can also be used to engage students in Earth science topics. This article describes the Earth System Science Project, which was adapted and developed…

The first (exploratory) phase of the Learning in Science Project (Primary)--LISP(P)--focused on science teaching/learning in New Zealand primary schools. Previous information about science teaching/learning was obtained from interviews with children, teachers, principals, science advisers, teachers' college lecturers, and inspectors. To gain…